Efficacy Study of Filo in Jefferson County Schools
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| Title: | Efficacy Study of Filo in Jefferson County Schools |
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| Language: | English |
| Authors: | Michael A. Cook, Steven M. Ross, Al Passarella, Johns Hopkins University, Center for Research and Reform in Education (CRRE) |
| Source: | Center for Research and Reform in Education. 2025. |
| Availability: | Johns Hopkins Center for Research and Reform in Education, 300 East Joppa Road Suite 500, Baltimore, MD 21286. Tel: 410-616-2338; Fax: 410-324-4444; Web site: https://education.jhu.edu/crre/ |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2025 |
| Document Type: | Reports - Research |
| Education Level: | Elementary Education Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Tutoring, Mathematics Achievement, Science Achievement, Language Arts, Academic Achievement, Elementary School Students, Middle School Students, Achievement Gap, Racial Differences, Gender Differences, Standardized Tests, Scores, Incidence, Reading Achievement |
| Geographic Terms: | Alabama |
| Abstract: | This quasi-experimental study evaluated the impact of the Filo tutoring program on math, ELA, and science achievement among Grades K-8 students in Jefferson County (AL) Schools (JCS). Using a student-level matched comparison design (N=1,089 treatment, 2,163 comparison), the study examined student performance on ACAP and i-Ready assessments. Results indicated directionally positive impacts on ACAP math, ELA, and science scores, with statistically significant gains in ACAP math observed for male and Black students--a notable outcome given the historical achievement gaps within the district. Although no significant effects emerged for i-Ready scores, a positive association was found between the number of Filo tutoring sessions and ACAP ELA performance. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED675108 |
| Database: | ERIC |
| Abstract: | This quasi-experimental study evaluated the impact of the Filo tutoring program on math, ELA, and science achievement among Grades K-8 students in Jefferson County (AL) Schools (JCS). Using a student-level matched comparison design (N=1,089 treatment, 2,163 comparison), the study examined student performance on ACAP and i-Ready assessments. Results indicated directionally positive impacts on ACAP math, ELA, and science scores, with statistically significant gains in ACAP math observed for male and Black students--a notable outcome given the historical achievement gaps within the district. Although no significant effects emerged for i-Ready scores, a positive association was found between the number of Filo tutoring sessions and ACAP ELA performance. |
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